Development process

  • State the date of approval and adoption, and the date for the next major review.
  • Describe the development process and how the whole school community was involved.
  • Insert the signatures of the head teacher, a governor, key personnel (and pupil representative if appropriate).

Location and dissemination

  • Outline the dissemination plans and where a reference copy of the policy can reliably be found. Parts of the policy may be replicated or referred to in other school publications.

The context of the policy and its relationship to other policies

  • Outline the links with other written policies on, for example, the school mission/ethos statement, behaviour, health and safety, medicines, confidentiality, pastoral support, healthy schools, school visits and safeguarding. 

Local and national references

  • Specify useful national and local documents, for example, this and other government advice, local authority information and local healthy schools or similar documentation on which the policy has drawn.

The purpose of the policy

  • Identify the functions of the policy, showing how it reflects the whole school ethos and the whole school approach to health.

State where and to whom the policy applies

  • For example, all staff, pupils, parents/carers, governors and partner agencies working with schools.
  • Specify the school’s boundaries and jurisdiction of the policy’s provisions.
  • Clarify how the policy applies to pupils educated in part within further education or other provision.

Definitions and terminology

  • Define the term ‘drugs’ and clarify the meanings of other key terms. The definition should include reference to medicines, volatile substances, alcohol, tobacco, illegal drugs, new psychoactive substances and other unauthorised substances.

The school’s stance towards drugs, health and the needs of pupils

  • Include a clear statement that illegal and other unauthorised drugs are not acceptable within the boundaries identified within the policy.
  • Outline school rules with regard to authorised drugs and make links to the school policy on medicines.
  • Explain that the first concern in managing drugs is the health and safety of the school’s community and meeting the pastoral needs of pupils.

Staff with key responsibility for drugs

  • Specify the named members of staff who will oversee and coordinate drug issues and their key roles and responsibilities.  Headteachers may also wish to record those members of staff with the authority to search pupils, although there is no legal requirement to keep such a record.

Staff support and training

  • Outline induction and drug awareness training arrangements for all staff working at the school and relevant governors.
  • Outline specific continuing professional development opportunities for drug education teachers and how this will be cascaded.

Management of drugs at school and on school trips

  • Describe the policy on dealing with drug paraphernalia and suspected illegal and unauthorised drugs.
  • Outline storage, disposal and safety guidance for staff.
  • Make explicit the school’s policy on searches, including personal searches and searches of school and pupils’ property.
  • Outline strategies for thorough investigation of events and personal circumstances. Outline strategies for responding to any incidents involving illegal and other unauthorised drugs, including initiating screening, a common assessment framework and the range of options for responding to the identified needs of those involved.
  • Outline procedures for managing parents/carers under the influence of drugs on school premises.

Police involvement

  • Outline the agreed criteria for if and when police should be informed, consulted or actively involved in an incident, and what action is expected if police involvement is requested.
  • Include name and contact details for the school’s liaison officer.

The needs of pupils

  • Outline the mechanisms for addressing the wider support needs of pupils and how pupils are made aware of the various internal and external support structures.

Working with external agencies

  • Outline the relationship with local partner agencies and the roles negotiated with them for supporting pupils and their families and agreed protocols for referral.
  • List local services and national helplines/websites.

Information sharing

  • Specify the school’s approach to sharing information and how it will secure pupils’ and, where necessary, parent/carers’ agreement for this.
  • Specify the school’s approach to ensuring that sensitive information is only disclosed internally or externally with careful attention to pupils’ rights and needs.
  • Outline local safeguarding to be followed if a pupil’s safety is considered under threat, including incidences of parental drug or alcohol misuse (or make links to relevant school policy).

Involvement of parents/carers

  • Include the policy for informing and involving parents/carers about incidents involving illegal and other unauthorised drugs.
  • Outline the school’s approach to encouraging parental involvement in developing and reviewing the policy and in their child’s drug education.

The role of governors

  • State the arrangements for ensuring that governors are well informed on drugs issues as they affect the school.
  • Outline the role of governors (or a designated governor if appointed) in policy development and overseeing the drug education programme, and contributing to any case conferences called, or appeals against exclusions.

Liaison with other schools

  • Explain where schools are working together, for example: the drug education curriculum, the management of incidents, training opportunities and transitions between schools.

Liaison with other agencies

  • State negotiated and agreed procedures for collaborating with local agencies that can offer targeted and specialist support to pupils needing either.

Staff conduct and drugs

  • State the arrangements for ensuring that staff are aware of their responsibilities in relation to drinking and other drug use in school hours and on school trips.